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Forced to Fight: is an interactive online resource designed for students between the ages of 13-18. The resource helps facilitate understanding of IHL and humanitarian issues and allows the user to experience what it is like for young people living in situations of armed conflict around the world. Teachers can use this resource in collaboration with the lesson plans available in the teaching resources links or they can choose to use it as a stand-alone activity to trigger critical thinking and classroom discussion on issues related to armed conflict. Visit forcedtofight.ca to explore this resource.

Students take a census of an outdoor site, and look for organisms that perform different “jobs” in the biotic community. A biotic (or natural) community is made up of the various organisms that live and interact with one another in a particular environment. As in a human community, its members have different roles and depend on each other for survival. In this activity, students examine a study area to find out what organisms live there and the ecological jobs or niches they fill.

Big Ideas:
• Understanding how political decisions are made is critical to being an informed and engaged citizen (from Political Studies).
• The intentional destruction of peoples and their cultures is not inevitable, and attempts can be disrupted and resisted (from Genocide Studies).
• Examining questions in philosophy allows people to question their assumptions and better understand their own beliefs (from Philosophy).
• Social justice initiatives can transform individuals and systems (from Social Justice).
First Peoples Principles of Learning:
• Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
• Learning involves generational roles and responsibilities.
• Learning involves patience and time.
• Learning is embedded in memory, history, and story.
Content:
• current issues regarding the persecution of Falun Gong practitioners in China (as represented in mass media)
• worldwide recognition of and responses to the Falun Gong genocide in China
• methods used by individuals, groups, and organizations to promote social justice
Linguistic skills:
• use target vocabulary (e.g., political and social justice terminology)
• exchange ideas and information using complete sentences (including compound-complex sentences)
• express opinions and beliefs
• employ rhetoric of persuasion (e.g., ethos, logos)
• employ subjunctives
• respond to counterarguments appropriately
Curricular competencies:
• use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
• assess the significance of people, places, events, phenomena, ideas, or developments
• make reasoned ethical judgments about people, places, events, phenomena, ideas, or developments and determine appropriate ways to respond

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and adapt this resource (remix, transform, and build upon the work) for non-commercial purposes.
You must credit the creator of the resource and and license your new creations under the same license as the original.